Abstract
Background: Board games were utilized with rigorous pre and post-play activities in an EFL classroom context to promote L2 development. Aim: The aim of this paper is to assess whether the post-play activities improved participants’ speaking skill. Methods: Using complexity, accuracy and fluency measures, as well as reference to learners’ completed workbooks, output performance was analysed quantitatively. Results: Output accuracy was significantly improved in the second gameplay session, however complexity and fluency dimensions were not affected. A number of common morphosyntactic errors were also left unnoticed. Conclusion: Whilst student-driven post-tasks aided learners’ L2 development; particularly along the accuracy dimension, additional teacher instruction is required.
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